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Computer science education (CSEd) is a growing interdisciplinary area that continues to gain momentum from students, researchers, and educators. Yet, there are few formal programs or degree options for students interested in pursuing graduate work in CSEd. This article explores the existing state of CSEd in the United States (U.S.) through semi-structured interviews with ( n = 15) faculty engaged in CSEd research. Thematic coding of the transcripts revealed the complexities involved in the development of formal programs, the distinct considerations for faculty, and the value of having strong ties to both computer science and education. The themes described positive aspects of support and cohesion within the larger community and opportunities to expand knowledge across fields. Applying Cornell and Parker’s principles of interdisciplinary science to the field of CSEd, we provide recommendations for ways forward and discuss the potential impact on institutional structures, research capacity, individual and group identities, and teaching and learning. The findings from this investigation not only inform on the present state of CSEd in the U.S., but also offer guidance for CSEd-focused graduate programs. 

Opportunities for training CS K-12 pre-service and in-service teachers, research in CS Education, and career pathways for PhDs/EdDs in CS education are happening, but often in an uncoordinated way. We advocate that now is the right time for CS and Education to collaborate on developing new joint degree programs in Computer Science Education and to explore joint faculty appointments. High undergraduate enrollment in computing programs and the increasing interest in CS courses from non-majors represent a unique opportunity for starting successful programs. As more of CS undergraduates are undergraduate TAs and see teaching and learning from a non-learner perspective, their interest in education has also increased. The growing interest in CS education, including the need for effecting CS teaching at both K-12 and the undergraduate level, provide interesting job opportunities for CS education researchers. As CS departments develop new undergraduate degree programs and scale class sizes, research on questions like How do we teach effectively computing to different audiences? How can we assess CS learning? What are culturally responsive pedagogies? is important. To answer many of these and related questions, CS departments should be actively engaged in CS Education research, from training graduate students in interdisciplinary programs to research programs. This BOF will provide a platform for the discussion on what such graduate programs – from certificate to a PhD – can and should look like, what challenges exist to creating them, and how students with different backgrounds should get trained in the relevant foundations of CS and Education.